Resumen

URSINI, Sonia  y  RAMIREZ-MERCADO, Martha P.. Equity, Gender, and Mathematics in Mexican Schools. Rev. colomb. educ. [online]. 2017, n.73, pp.213-234. ISSN 0120-3916.  https://doi.org/10.17227/01203916.73rce211.232.

From the analysis of interviews carried out in Mexico City with primary and secondary school teachers, as well as with third-year students, their gender and equity vision in relation to the teaching and learning of mathematics is highlighted. We identify some factors that propitiate and strengthen gender inequality in mathematics: the type of interactions differentiated by gender that teachers establish in class; the belief that mathematics is a male domain; compensation strategies designed by teachers aiming to promote gender equality; teachers' expectations about learning mathematics based on gender; parents' and teachers' gender stereotypes. The presence of these factors is illustrated by excerpts from interviews. We conclude that, while it is necessary to formally and legally guarantee the equal access of men and women to knowledge, this is not enough to achieve equality. It is essential to realize that, in order to achieve greater equality, it is necessary for society in general and the school community in particular to overcome the still deeply ingrained gender stereotypes that lead to expectations based on gender regarding the learning and professional use of mathematics. Strong work is required in that direction.

Palabras clave : equality; gender; gender stereotypes; mathematics; primary and secondary school teachers.

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